jagomart
digital resources
picture1_Leadership Pdf 164854 | The Study Of Educational Leadership And Management Where Does The Field Stand Today


 188x       Filetype PDF       File size 0.14 MB       Source: gseuphsdlibrary.files.wordpress.com


File: Leadership Pdf 164854 | The Study Of Educational Leadership And Management Where Does The Field Stand Today
educational management administration leadership http ema sagepub com the study of educational leadership and management where does the field stand today ronald h heck and philip hallinger educational management administration ...

icon picture PDF Filetype PDF | Posted on 24 Jan 2023 | 2 years ago
Partial capture of text on file.
                      Educational Management
                 Administration & Leadership 
                                            http://ema.sagepub.com
     The Study of Educational Leadership and Management: Where Does the Field
                                                  Stand Today?  
                                      Ronald H. Heck and Philip Hallinger 
                    Educational Management Administration Leadership 2005; 33; 229 
                                       DOI: 10.1177/1741143205051055 
                               The online version of this article can be found at: 
                            http://ema.sagepub.com/cgi/content/abstract/33/2/229
                                                     Published by: 
                                           http://www.sagepublications.com
                                                     On behalf of: 
                      British Educational Leadership, Management & Administration Society 
 Additional services and information for Educational Management Administration & Leadership can be found at:
                                    Email Alerts: http://ema.sagepub.com/cgi/alerts 
                                 Subscriptions: http://ema.sagepub.com/subscriptions 
                                Reprints: http://www.sagepub.com/journalsReprints.nav 
                            Permissions: http://www.sagepub.co.uk/journalsPermissions.nav 
                               Citations http://ema.sagepub.com/cgi/content/refs/33/2/229 
                                  Downloaded from http://ema.sagepub.com by Roberto Hernandez Sampieri on October 28, 2008 
               08 EMA 051055 (to/d)  21/2/05  3:16 pm  Page 229
                                ARTICLE
                                                                            Educational Management Administration & Leadership
                                                                                ISSN 1741-1432 DOI: 10.1177/1741143205051055
                                                                     SAGE Publications (London, Thousand Oaks and New Delhi)
                                                                            Copyright © 2005 BELMAS Vol 33(2) 229–244; 051055
                                The Study of Educational Leadership and
                                Management
                                Where Does the Field Stand Today?
                                Ronald H.Heck and Philip Hallinger
                                ABSTRACT
                                This article comments on the state of research in educational leadership and
                                management as a field of study between 1990 and the present. We discuss the role of
                                research reviews and compendia in the field as a means of identifying past trends,
                                current dilemmas, and future directions for scholarship. We conclude five major points.
                                First, today there is less agreement about the significant problems that scholars should
                                address than in past years. Second, scholarly directions seem to be changing, as an
                                increasing number of scholars are approaching educational leadership and
                                management as a humanistic and moral endeavor rather than a scientific one. Third,
                                although there are more diverse and robust methodological tools available for inquiry,
                                programs of sustained empirical research are few in number. Fourth, a reluctance to
                                evaluate the worth of contrasting conceptual and methodological approaches according
                                to an accepted set of scholarly criteria leaves researchers, policy-makers and
                                practitioners to fall back upon individual judgments of what is useful and valid
                                knowledge. Finally, a lack of empirical rigor in the field continues to impact the
                                development of a future generation of researchers.
                                KEYWORDS educational administration scholarship, headteachers, principals, research on
                                principals, school leaders 
                                Reviews of research are useful tools for identifying trends in knowledge
                                development, understanding emerging issues in the field of practice, and
                                critiquing methods used by scholars. Over the past five decades of its develop-
                                ment as a theoretically informed domain of study, the field of educational
                                management and leadership has benefited from a number of useful reviews of
                                research (e.g. Bossert et al., 1982; Boyan, 1988; Bridges, 1982; Erickson, 1967;
                                Getzels, 1973, 1980; Hallinger, 2003; Hallinger and Heck, 1996a, b, 1999;
                                Haskew, 1964; Heck and Hallinger, 1999; Immegart, 1988; Leithwood and Mont-
                                gomery, 1982; Leithwood et al., 1990; Lipham, 1988; Murphy, 1988; Ribbins and
                                Gunter, 2002; Richmon and Allison, 2003; Southworth, 2002; Tatsuoka and
                                                                                                                      229
                                                 Downloaded from http://ema.sagepub.com by Roberto Hernandez Sampieri on October 28, 2008 
               08 EMA 051055 (to/d)  21/2/05  3:16 pm  Page 230
                               Educational Management Administration & Leadership 33(2)
                               Silver, 1988; Willower and Forsyth, 1999). Although the topics of educational
                               management and leadership have generated a great deal of scholarly interest
                               internationally over the years, reviewers have generally suggested it has not
                               been an area given to rigorous empirical investigation and knowledge accumu-
                               lation (Bridges, 1982; Erickson, 1967).
                                 The purpose of this article is to comment on educational leadership and
                               management as a field of study, focusing especially on the past 10 years. We
                               look at the field more broadly than in our past reviews of principal leadership.
                               Our goals in this review are to describe changes in scholarly direction as well
                               as to discuss whether cumulative progress noted in the principal effects litera-
                               ture that we documented previously (Hallinger and Heck, 1996a, b) reflects
                               progress in the field more generally.1
                               The State of Research in Educational Leadership and
                               Management
                               Interest in what managers do (e.g. work activities, decision-making, problem
                               solving, resource allocation) and what they do that makes a difference (e.g.
                               leading change, promoting organizational learning, influencing organizational
                               processes and outcomes) have long captured the attention of scholars (Bass and
                               Avolio, 1994; Burns, 1978; Glatter and Kydd, 2003; Payne, 1875; Senge, 1990;
                               Simon, 1945; Taylor, 1895; Yukl, 1994). Researchers in educational management
                               and leadership have borrowed liberally from scholars who became identified
                               with theories of scientific management, human relations, transformational
                               leadership, and organizational learning during the 20th century. Prior to 1950,
                               however, the knowledge base in administration generally and educational
                               administration in particular was not derived from empirical studies. The field’s
                               disciplinary practices focused on stories told by former administrators and their
                               prescriptions for practice based on personal experience. Concerns were raised
                               in the 1930s and 1940s that educational management was faulty, unimagina-
                               tive, and out of step with community desires (Moore, 1964).
                                 Beginning in the 1950s, the ‘theory movement in educational administration’
                               focused attention on the need to improve scholarly activity through the appli-
                               cation of scientific principles based on empiricism rather than ideological
                               belief, personal experience, and prescription (Getzels et al., 1968; Griffiths et
                               al., 1964; Halpin, 1958). Theoretically driven scientific inquiry would consist of
                               well-delineated means of defining and addressing phenomena, sound research
                               methods to support inquiry, and the creation of a comprehensive body of
                               knowledge that could be applied to problems of practice and inform the initial
                               preparation and professional development of school administrators (Griffiths et
                               al., 1964).
                                 The promise of a scientific knowledge base underlying the practice of
                               educational administration, however, was not easily achieved. Over the ensuing
                               decades, the intellectual underpinnings, methods of inquiry, and utility of
                               230
                                                 Downloaded from http://ema.sagepub.com by Roberto Hernandez Sampieri on October 28, 2008 
                08 EMA 051055 (to/d)  21/2/05  3:16 pm  Page 231
                                                                            Heck & Hallinger: Where Does the Field Stand?
                                empirical results of the theory movement came under harsh criticism from
                                scholars operating with a different paradigm (Bates, 1980; Greenfield, 1968,
                                1978). Bates and Greenfield claimed that behaviorist approaches based on quan-
                                titative analyses were ill-suited to understanding social constructions of school
                                life. Moreover, they failed to consider how contextual, moral, and ethical issues
                                influence administrators’ thinking and actions.
                                   Critics concluded that the functionalist and social psychological (behaviorist)
                                paradigms used to understand educational management had yielded limited
                                fruit. For example, Erickson (1967) reviewed empirical studies in educational
                                administration conducted during the 1950s and 1960s and found no evidence
                                of progress on important issues. Fifteen years later, Bridges sought to update
                                Erickson’s findings. He concluded:
                                    Research on school administrators for the period 1967–1980 reminds one of the
                                    dictum: ‘The more things change, the more they remain the same’ . . . Although
                                    researchers apparently show a greater interest in outcomes than was the case in the
                                    earlier period, they continue their excessive reliance on survey designs, question-
                                    naires of dubious reliability and validity, and relatively simplistic types of statistical
                                    analysis. Moreover these researchers persist in treating research problems in an ad
                                    hoc rather than a programmatic fashion. . . . Despite the rather loose definition of
                                    theory that was used in classifying the sample of research . . . , most of it proved to
                                    be atheoretical. Likewise the research seemed to have little or no practical utility.
                                    (1982: 24–5)
                                   Coincidentally, this scathing critique on the field appeared in the same issue
                                of the Educational Administration Quarterly as another, more narrowly focused,
                                review on principal instructional management (Bossert et al., 1982). Where
                                Bridges’s (1982) review focused on describing approaches to research that
                                characterized the field, the Bossert review laid out a conceptual framework for
                                inquiry and drew a more optimistic set of conclusions concerning the possi-
                                bilities of progress. The reviews documented the need to shift inquiry from
                                descriptions of educational managers’ work and explorations of the antecedents
                                of their behavior to the effects and impact of what they do in managing and
                                leading schools.
                                   In the mid-1990s, we undertook a review of empirical research on principal
                                leadership effects, with the broader goal of updating Bridges’s and Bossert’s
                                reviews (Hallinger and Heck, 1996a, b). We found significantly more empirical
                                research in this domain than in previous years, as well as evidence of progress
                                towards higher levels of scientific quality. We concluded that at least some of
                                the key weaknesses noted by the earlier reviewers were being addressed by
                                researchers. This was especially apparent during the latter years covered by our
                                reviews (i.e. the mid-1990s). For example, we noted the wider use of well-
                                delineated conceptual models describing ways educational managers influence
                                school processes and outcomes (e.g. Begley, 1996; Gronn and Ribbins, 1996;
                                Hallinger et al., 1996; Heck et al., 1990; Leithwood, 1994; Leithwood and Stager,
                                1989; Marks and Printy, 2003; Ogawa and Bossert, 1995) and more sophisticated
                                                                                                                        231
                                                  Downloaded from http://ema.sagepub.com by Roberto Hernandez Sampieri on October 28, 2008 
The words contained in this file might help you see if this file matches what you are looking for:

...Educational management administration leadership http ema sagepub com the study of and where does field stand today ronald h heck philip hallinger doi online version this article can be found at cgi content abstract published by www sagepublications on behalf british society additional services information for email alerts subscriptions reprints journalsreprints nav permissions co uk journalspermissions citations refs downloaded from roberto hernandez sampieri october to d pm page issn sage publications london thousand oaks new delhi copyright belmas vol comments state research in as a eld between present we discuss role reviews compendia means identifying past trends current dilemmas future directions scholarship conclude ve major points first there is less agreement about signicant problems that scholars should address than years second scholarly seem changing an increasing number are approaching humanistic moral endeavor rather scientic one third although more diverse robust methodo...

no reviews yet
Please Login to review.